Ship simulator and bridge teamwork

Model Course 1.22 Ship Simulator • and Bridge Teamwork 2002 Edition First published in 1991 by the INTERNATIONAL MARITIME ORGANIZATION Albert Embankment, London SE1 7SR Revised edition 2002 Printed in the United Kingdom by Intype Libra Ltd 10 • ISBN 92-801-4162-7 IMO PUBLICATION Sales number: TA122E ACKNOWLEDGEMENTS This course on ship simulator and bridge teamwork is based on material developed for IMO, under contract, by the consultants MaTech AS - Norcontrol Training, Horten, Norway, and revised by Seagull AS, Horten, Norway IMO wishes to express its sincere appreciation to the consultants for their expert assistance and co-operation Copyright • © IMO 2003 All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying otherwise, without prior permission in writing from the Intemational Maritime Organization or CONTENTS Foreword v Introduction Part A: Course Framework Part B: Course Outline and Timetable Part C: Detailed Teaching Syllabus 12 Part D: Instructor Manual 22 Appendix: Ship Squat and Its Calculation Annex: IMO Assembly resolutions A.601 (15) and A.678 (16) Guidance on the Implementation of IMO model courses • Foreword Since its inception, the International Maritime Organization has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malmo, Sweden, in 1983 Following the earlier adoption of the International Convention on Standards of Training, Certification and Watch keeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the· requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available W.A O'NEIL Secretary-General Introduction • Purpose of the model courses The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved It is not the intention of the model course programme to present instructors with a rigid "teaching package" which they are expected to "follow blindly" Nor is it the intention to substitute audio-visual or "programmed" material for the instructor's presence As in all training endeavours, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being trained through IMO model course material Because the educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and skills necessary to meet the technical intent of IMO conventions and related recommendations • • Use of the model course To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in the course framework The actual level of knowledge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should be identified To compensate for such differences, the instructor is expected to delete from the course, or to reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees He should also identify any academic knowledge, skills or technical training which they may not have acquired By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course • Degree of obligation to and freedom from the model course The model course has been designed to specify the technical content and levels of knowledge and skill necessary to meet the intent of IMO conventions and related recommendations However, adjustment of the course objectives, scope and content may be necessary if in your maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course, or if they not fully meet all of the entry requirements Within the course plan the course designers have indicated their assessment of the amount of time which should be allotted SHIP SIMULATOR AND BRIDGE TEAMWORK to each learning area Teaching staff should note that the sequence and length of time allocated to each subject are suggestions only These factors may be adapted by lecturers to suit individual groups of students according to their experience and ability as well as equipment and staff available for training • Lesson plans " Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus The detailed syllabus contains specific references to the teaching material proposed to be used in the course Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material • Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specific learning objective The syllabus is laid out in learning-objective format and each objective specifies what the trainee must be able to as the learning outcome • Evaluation or assessment of trainee progress The nature of this course involves all of the trainees and the instructors process of individual and group evaluation • in an ongoing Implementation For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of: • properly qualified instructors; • support staff; • rooms and other spaces; • equipment; • textbooks, technical papers; and • other reference material Thorough preparation is the key to successful implementation produced a booklet entitled "Guidance on the implementation which is included in this publication of the course IMO has of IMO model courses", PART A: COURSE FRAMEWORK Part A: Course Framework • Scope This course is practical and theoretical and consists of a series of exercises performed on a ship handling simulator Classroom lectures, to provide the necessary theoretical background for the exercises, are included Particular items dealt with in these lectures are illustrated either by including them as part of an exercise or by a separate simulator demonstration Bridge teamwork is dealt with either as interactive Computer Based Training (CBn or lecture Exercises are controlled by an instructor and, initially, allow the trainees to become familiar with the equipment, the controls and the instrumentation provided by the simulator The exercises increase in complexity as the course progresses and as trainees become familiar with the manoeuvring characteristics of the ship model and its response to the engine and helm in various conditions The final exercises deal with the planning and execution of a coastal passage from port to port and will make use of the knowledge and skills learned in all of the previous exercises Equipment failure or malfunction will be introduced during the later exercises to afford trainees practice in taking emergency preventive action and to practise on bridge teamwork in critical situations During exercises, trainees are expected to make use of effective bridge procedures, to comply with International Regulations for Preventing Collisions at Sea, 1972 (COLREG 1972) and to observe the basic principles of keeping a navigational watch, as set out in regulation VII1/2, section A-VIlI/2 and B-VIlI/2 of the STCW 95 Convention and Code They will assume the different roles of the bridge watchkeeping team, the roles being rotated to allow each trainee an opportunity to act as master for some of the exercises Each exercise will be preceded by a session for briefing and planning and be followed by a debriefing • Objective The trainees who successfully complete this course will have gained experience in handling ships under various conditions and will make a more effective contribution to the bridge team during ship manoeuvring in normal and emergency situations In particular, trainees will gain: - familiarization with the use of engines and helm for ship manoeuvring; - an understanding of the effects on the behaviour of the ship of wind, current, shallow water, banks and narrow channels and condition of loading; -; a greater awareFless of the importance of planning a passage or manoeuvre and th.e need for an alternative plan; - a greater understanding and awareness of efficient bridge procedures and bridge teamwork during watchkeeping and ship handling, in normal and in emergency situations; SHIP SIMULATOR AND BRIDGE TEAMWORK - a greater awareness and understanding of a good interactive communication style and benefit of building up a common shared mental model of the planned passage • Entry standards Trainees wishing to enter this course should have a minimum of six months' watch keeping experience as officer in charge of a navigational watch and should also have completed a course of training which meets or exceeds the standard set out in IMO Assembly resolution A.483 (XII), Training in radar observation and plotting (see IMO Model Course 1.07) • Course certificate, diploma or document On successful completion of this course, a document should be issued certifying that the holder has successfully completed a simulator course in ship handling and bridge teamwork • Course intake limitations The course intake will, to some extent, be dependent on the facilities provided by the simulator and the number of qualified instructors available To allow each trainee to spend a reasonable proportion of the time engaged in exercises, the intake should be limited to two bridge teams, each consisting of three or four persons Typically, one team would be carrying out an exercise while the other is being lectured, debriefed or planning the next exercise The two teams are identified as Group A and Group B in the timetables When recruiting trainees for this course, consideration should be given to their length of watch keeping experience and the sizes and types of ship for which the¥ require training, so that persons with widely differing experience and training needs are not in the same group • Staff requirements The instructor in charge should hold a certificate as master (or equivalent), have a minimum of two years' experience in handling ships and have the training and experience necessary to operate a ship handling simulator as a training aid An additional instructor with similar qualifications and experience will be needed to supervise each group of trainees All instructors should have a theoretical knowledge of the hydrodynamics of ship behaviour beyond that required by STCW 1995 Convention It is recommended that, in addition to receiving instruction in the operation of the simulator, instructors should have attended a course in the use of a simulation facility for training purposes At least one of the instructors must be the holder of Training Certificate for SAS Bridge Resource Management Workshop Leader (or equivalent) PART A: COURSE FRAMEWORK • Teaching facilities and equipment This course requires a ship handling simulator with a fully equipped bridge, including instruments showing course, speed, rudder angle, rate of turn, engine RPM and propeller pitch and relative wind direction and speed Whenever possible, the model in use should be of similar size and manoeuvring characteristics to the ships in which trainees will serve The models must generate realistic responses to the use of engine and rudder under various conditions Special attention should be drawn to slow speed situations The simulator must have a visual system capable of handling a number of ships in addition to land masses The simulator must generate realistic radar signals and echo soundings and simulate or emulate navigation receivers providing at least one alternative means of fixing position Manoeuvring information, in the form set out in IMO Assembly resolution A.601 (15), should be provided for the model in use The bridge should be equipped with a simulated VHF telephone, connected to the instructor station, for communicating with pilot stations, VTS, port services and other ships during exercises The instructor will act as the other stations in answering or initiating calls Similarly, an internal telephone to the engine-room should be connected to the instructor station Means of produci,r1g the sound signals required by COLREG 1972 must be provided for other ships in the vicinity as well as for own ship Adjacent to the simulator there should be a room where briefing and debriefing may be held Preferably, there should be a wall projector showing the scenario as it is seen from the instructor station The room should be suitable for displaying charts on the walls and have an overhead projector and a blackboard Video recording and playback facilities may also be useful There should be a room where lecturing may be held Preferably, each trainee should have a personal computer equipped with a Bridge Resource Management interactive CBT programme (or equivalent products) • Teaching aids (A) A1 Instructor Manual (Part D of the course) A2 Bridge Resource Management (BRM) interactive Computer Based Training programme (developed by SAS Flight Academy, Sweden Tel.: +4687972116, Fax +46 7974241, E-mail: ericw@sasfa.com), or Bridge and Engine-room Resource Management programme (developed by Indian Maritime Training Centre, c/o Indian Ocean Ship Management" Ptc Ltd, India, Telephone 009 122 834 3210), or Bridge Team Management Training, RTMSTARCenter, Dania, Florida, USA SHIP SIMULATOR AND BRIDGE TEAMWORK Each group will require the following: A3 Charts, tide tables, current charts, list of lights and sailing directions for the exercise areas A4 Equipment manuals and tables of corrections for simulated navigational aids • A5 International Chamber of Shipping, Witherby and Co., 1998) A6 A ship's log-book A7 Manoeuvring information for the ship model in use A8 Videos Bridge Procedures Guide, 3rd edn (London, BRIDGE PROCEDURES AND BRIDGE RESOURCE MANAGEMENT SERIES V1 V2 V3 V4 V5 V6 V7 Part Part Part Part Part Part - PASSAGE PLANNING (Code No 496) BRIDGE WATCHKEEPING (Code No 497) MASTER/PILOT RELATIONSHIP (Code No 498) ACCIDENT PREVENTION - THE HUMAN FACTOR (Code No 637) EMERGENCY PROCEDURES (Code No 638) NA VIGATlON CHARTS & ASSOCIATED PUBLICATIONS (Code No 639) Part - WORKING WITH VTS (Code No 640) Available from: Videotel Marine International Ltd 84 Newman Street London W1T 3EU, UK Tel: +44 (0) 207 299 1800 Fax: +44 (0) 207299 1818 e-mail: mail@videotel.co.uk Web site: www.videotel.co.uk • Audio-visual examples listed above may be replaced by other similar audio-visual material at the discretion of the training provider and administration • IMO references (R) RI International Convention on Standards of Training, Certification and Watch keeping for Seafarers, 1978, as amended in 1995 (STCW Convention) (IMO Sales No 938E) R2 ILO/IMO Document for Guidance, 1985 (lMO Sales No 935 87.08.E) R3 International Regulations for Preventing Collisions at Sea, 1972 (COLREG 1972), as amended (IMO Sales No 904 85.01.E) GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES 3.3 Entry standards 3.3.1 If the entry standard will not be met by your intended trainee intake, those entering the course should first be required to complete an upgrading course to raise them to the stated entry level Alternatively, those parts of the course affected could be augmented by inserting course material which will cover the knowledge required 3.3.2 If the entry standard will be exceeded by your planned trpinee intake, you may wish to abridge or omit those parts of the course the teaching of which would be unnecessary, or which could be dealt with as revision 3.3.3 Study the course material with the above questions in mind and with a view td assessing whether or not it will be necessary for the trainees to carry out preparatory work prior to joining the course Preparatory material for the trainees can range from refresher notes, selected topics from textbooks and reading of selected technical papers, through to formal courses of instruction It may be necessary to use a combination of preparatory work and the model course material in modified form It must be emphasized that where the model course material involves an international requirement, such as a regulation of the International Convention on Standards of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not be relaxed; in many instances, the intention of the Convention is to require review, revision or increased depth of knowledge by candidates undergoing training for higher certificates 3.4 Course certificate, diploma or document Where a certificate, diploma or document is to be issued to trainees who successfully complete the course, ensure that this is available and properly worded and that the industry and all authorities concerned are fully aware of its purpose and intent 3.5 Course intake limitations 3.5.1 The course designers have recommended limitations regarding the numbers of trainees who may participate in the course As far as possible, these limitations should not be exceeded; otherwise, the quality of the course will be diluted 3.5.2 It may be necessary to make arrangements for accommodating the trainees and providing facilities for food and transportation These aspects must be considered at an early stage of the preparations 3.6 Staff requirements 3.6.1 It is important that an experienced person, preferably someone with experience in course and curriculum development, is given the responsibility of implementing the course 3.6.2 Such a person is often termed a "course co-ordinator" or "course director" Other staff, such as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed to implement the course effectively Staff involved in presenting the course will need to be properly briefed about the course work they will be dealing with, and a system must be set up for checking the material they may be required to prepare To this, it will be essential to make a thorough study of the syllabus and apportion the parts of the course work according to the abilities of the staff called upon to present the work 3.6.3 The person responsible for implementing the course should consider monitoring the quality of teaching in such areas as variety and form of approach, relationship with trainees, and communicative and interactive skills; where necessary, this person should also provide appropriate counselling and support 3.7 36 Teaching facilities and equipment Rooms and other services 3.7.1 It is important to make reservations as soon as is practicable for the use of lecture rooms, laboratories, workshops and other spaces GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES Equipment 3.7.2 Arrangements must be made at an early stage for the use of equipment needed in the spaces mentioned in 3.7.1 to support and carry through the work of the course For example: 3.8 3.9 blackboards and writing materials apparatus in laboratories for any associated demonstrations machinery and related equipment in workshops equipment and materials in other spaces (e.g for demonstrating survival, etc.) and experiments fire fighting, personal Teachingaids Any training aids specified as being essential to the course should be constructed, availability and working order or checked for Audio-visualaids Audio-visual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the course Such recommendations will be identified in Part A of the model course The following points should be borne in mind: Overhead projectors Check through any illustrations provided in the course for producing overhead projector (OHP) transparencies, and arrange them in order of presentation To produce transparencies, a supply of transparency sheets is required; the illustrations can be transferred to these via photocopying Alternatively, transparencies can be produced by writing or drawing on the sheet Coloured pens are useful for emphasizing salient points Ensure that spare projector lamps (bulbs) are available • Slide projectors If you order slides indicated in the course framework, check through them and arrange them in order of presentation Slides are usually produced from photographic negatives If further slides are considered necessary and cannot be produced locally, OHP transparencies should be resorted to .3 Cine projector If films are to be used, check their compatibility with the projector (Le 16 mm, 35 mm, sound, etc.) The films must be test-run to ensure there are no breakages Video equipment It is essential to check the type of video tape to be used The two types commonly used are VHS and Betamax Although special machines exist which can play either format, the majority of machines play only one or the other type Note that VHS and Betamax are not compatible; the correct machine type is required to match the tape Check also that the TV raster format used in the tapes (Le number of lines, frames/second, scanning order, etc.) is appropriate to the TV equipment available (Specialist advice may have to be sought on this aspect.) All video tapes should be testrun prior to their use on the course Computer equipment If computer-based aids are used, check their compatibility software with the projector and the available General note The electricity supply must be checked for voltage and whether it is AC or DC, and every precaution must be taken to ensure that the equipment operates properly and safely It is important to use a proper screen which is correctly positioned; it may be necessary to exclude daylight in some cases A check must be made to ensure that appropriate screens or blinds are available All material to be presented should be test-run to eliminate any possible troubles, arranged in the correct sequence in which it is to be shown, and properly identified and cross-referenced in the c,purse timetable and lesson plans 37 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES 3.10 IMO references The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO international conventions and the provisions of other instruments as indicated in the model course The relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to those involved in presenting the course, if the indicated extracts are not included in a compendium supplied with the course 3.11 Textbooks • The detailed syllabus may refer to a particular textbook or textbooks It is essential that these books are available to each student taking the course If supplies of textbooks are limited, a copy should be loaned to each student, who will return it at the end of the course Again, som~ courses are provided with a compendium which includes all or part of the training material required to support the course 3.12 Bibliography Any useful supplementary source material is identified by the course designers and listed in the model course This list should be supplied to the participants so that they are aware where additional information can be obtained, and at least two copies of each book or publication should be available for reference in the training institute library 3.13 Timetable If a timetable is provided in a model course, it is for guidance only It may only take one or two presentations of the course to achieve an optimal timetable However, even then it must be borne in mind that any timetable is subject to variation, depending on the general needs of the trainees in anyone class and the availability of instructors and equipment 38 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES Part - Notes on Teaching Technique Preparation 1.1 Identify the section of the syllabus which is to be dealt with 1.2 Read and study thoroughly all the syllabus elements 1.3 Obtain the necessary textbooks 1.4 Identify the equipment which will be needed, together with support staff necessary for its operation 1.5 It is essential to use a "lesson plan", which can provide a simplified format for co-ordinating lecture notes and supporting activities The lesson plan breaks the material down into identifiable steps, making use of brief statements, possibly with keywords added, and indicating suitable allocations of time for each step The use of audio-visual material should be indexed at the correct point in the lecture with an appropriate allowance of time The audio-visual material should be test-run prior to its being used in the lecture An example of a lesson plan is shown in annex A3 1.6 The syllabus is structured in training outcome format and it is thereby relatively straightforward to assess each trainee's grasp of the subject matter presented during the lecture Such assessment may take the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice questions, based on the objectives used in the syllabus Selection-type tests and short-answer tests can provide an objective assessment independent of any bias on the part of the assessor f40r certification purposes, assessors should be appropriately qualified for the particular type of training or assessment or reference papers which cover the training area to be presented REMEMBER - POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP 1.7 Check the rooms to be used before the lecture is delivered Make sure that all the equipment and apparatus are ready for use and that any support staff are also prepared and ready In particular, check that all blackboards are clean and that a supply of writing and cleaning materials is readily available Delivery 2.1 Always face the people you are talking to; never talk with your back to the group 2.2 Talk clearly and sufficiently loudly to reach everyone 2.3 Maintain eye contact with the whole group as a way of securing their interest and maintaining it (Le not look continuously at one particular person, nor at a point in space) 2.4 People are all different, and they behave and react in different ways An important lecturer is to maintain interest and interaction between members of a group 2.5 Some points or statements are more important than others and should therefore be emphasized To ensure that such points or statements are remembered, they must be restated a number of times, preferably in different words function of a , 2.6 If a blackboard is to be used, any writing on it must be clear and large enough for everyone to see Use colour to emphasize important points, particularly in sketches 2.7 It'is only possible to maintain a high level of interest for a relatively short period of time; therefore, break the lecture up into different periods of activity to keep interest at its highest level Speaking, writing, sketching, use of audio-visual material, questions, and discussions can all be used to accomplish this When a group is writing or sketching, walk amongst the group, looking at their work, and provide comment or advice to individual members of the group when necessary 39 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES 2.8 When holding a discussion, not allow individual members of the group to monopolize the activity, but ensure that all members have a chance to express opinions or ideas 2.9 If addressing questions to a group, not ask them collectively; otherwise, the same person may reply each time Instead, address the questions to individuals in turn, so that everyone is invited to participate • " 2.10 It is important to be guided by the syllabus content and not to be tempted to introduce material which may be too advanced, or may contribute little to the course objective There is often competition between instructors to achieve a level which is too advanced Also, instructors often strongly resist attempts to reduce the level to that required by a syllabus 2.11 Finally, effective preparation makes a major contribution to the success of a lecture Things often go wrong; preparedness and good planning will contribute to putting things right Poor teaching cannot be improved by good accommodation or advanced equipment, but good teaching can overcome any disadvantages that poor accommodation and lack of equipment can present 40 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES Part - Curriculum Development Curriculum The dictionary defines curriculum as a "regular course of study", while syllabus is defined as "a concise statement of the subjects forming a course of study" Thus, in general terms, a curriculum is simply a course, while a syllabus can be thought of as a list (traditionally, a "list of things to be taught") Course content The subjects which are needed to form a training course, and the precise skills and depth of knowledge required in the various subjects, can only be determined through an in-depth assessment of the job functions which the course participants are to be trained to perform Gob analysis) This analysis determines the training needs, thence the purpose of the course (course objective) After ascertaining this, it is possible to define the scope of the course (NOTE: Determination of whether or not the course objective has been achieved may quite possibly entail assessment, over a period of time, of the "on-the-job performance" of those completing the course However, the detailed learning objectives are quite specific and immediately assessable.) Job analysis A job analysis can only be properly carried out by a group whose members are representative of the organizations and bodies involved in the area of work to be covered by the course The validation of results, via review with persons currently employed in the job concerned, is essential if undertraining and overtraining are to be avoided Course plan Following definition of the course objective and scope, a course plan or outline can be drawn up The potential students for the course (the trainee target group) must then be identified, the entry standard to the course decided and the prerequisites defined Syllabus The final step in the process is the preparation of the detailed syllabus with associated time scales; the identification of those parts of textbooks and technical papers which cover the training areas to a sufficient degree to meet, but not exceed, each learning objective; and the drawing up of a bibliography of additional material for supplementary reading Syllabus content The material contained in a syllabus is not static; technology is continuously undergoing change and there must therefore be a means for reviewing course material in order to eliminate what is redundant and introduce new material reflecting current practice As defined above, a syllabus can be though of as a list and, traditionally, there have always been an "examination syllabus" and a "t~aching syllabus"; these indicate, respectively, the subject matter contained in an examination paper, and the subject matter a teacher is to use in preparing lessons or lectures Training outcomes 7.1 The prime communication difficulty presented by any syllabus is how to convey the "depth" of knowledge required A syllabus is usually constructed as a series of "training outcomes" to help resolve this difficulty 41 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES 7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum level and breadth of attainment is achieved by all the trainees following the same course, irrespective of the training institution (Le teaching/lecturing staff) 7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved by the trainee as a result of a learning process 7.4 In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly the attainment of the objective, the trainee response may have to be based on practical application or use, or on work experience • 7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific learning step, also provides a framework for the teacher or lecturer upon which lessons or lectures can be constructed 7.6 A training outcome is specific and describes precisely what a trainee must to demonstrate his knowledge, understanding or skill as an end product of a learning process 7.7 The learning process is the "knowledge acquisition" or "skill development" that takes place during a course The outcome of the process is an acquired "knowledge", "understanding", "skill"; but these terms alone are not sufficiently precise for describing a training outcome 7.8 Verbs, such as "calculates", "defines", "explains", "lists", "solves" and "states", must be used when constructing a specific training outcome, so as to define precisely what the trainee will be enabled to 7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors in developing countries to enhance or update the maritime training they provide, and to allow a common minimum standard to be achieved throughout the world The use of training outcomes is a tangible way of achieving this desired aim 7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in annex A2 This is a standard way of structuring this kind of syllabus Although, in this case, an outcome for each area has been identified - and could be used in an assessment procedure - this stage is often dropped to obtain a more compact syllabus structure • Assessment Training outcomes describe an outcome which is to be achieved by the trainee Of equal importance is the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be influenced by the personal opinions and judgements of the examiner Objective testing or evaluation provides a sound base on which to make reliable judgements concerning the levels of understanding and knowledge achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course 42 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES Annex A2 - Example of a Model Course syllabus in a subject area Subject area: Ship construction Prerequisite: Have a broad understanding of shipyard practice General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and process of approval Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be assisted in preparation of lecture notes by referring to suitable books on ship construction, such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58) 45 ... manoeuvre and th.e need for an alternative plan; - a greater understanding and awareness of efficient bridge procedures and bridge teamwork during watchkeeping and ship handling, in normal and in... in normal and in emergency situations; SHIP SIMULATOR AND BRIDGE TEAMWORK - a greater awareness and understanding of a good interactive communication style and benefit of building up a common shared... completed a simulator course in ship handling and bridge teamwork • Course intake limitations The course intake will, to some extent, be dependent on the facilities provided by the simulator and the